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Modules

This module will help you learn to support children’s learning and development through quality adult-child and child-child interactions. Lesson 1 provides a summary of the research on interaction by Dr. Jeanette McCollum. In lessons 2 and 3, nonverbal and verbal cues, behaviors and interests of infants, toddlers, and preschoolers will be described. You will learn how observing children's behavior is critical in helping you interpret and provide responsive interaction with children. You will also practice using observation of a child's behavior to identify and interpret the child's interests, abilities, and emotions by watching and thinking about several video illustrations. Lesson 4 shares “Voices from the Field”, where practitioners and family leaders share their expertise and perspectives on interaction.

Learning Objectives

Completion of this module will enable you to:

Explain what is meant by sensitive and responsive interactions to support children’s development in language, cognitive and emotional competence.

Observe, interpret and respond contingently to support children’s learning and development in language, cognitive and emotional competence.

This module will help you support the transitions of children with disabilities and their families between and among services, supports, and programs. The research on transition practices is summarized by Dr. Berth Rous in lesson 1. Lessons 2 and 3 explain program transition practices that can support a child’s successful adjustment and positive outcomes and share a variety of planned and timely strategies to support children’s successful adjustment and positive outcomes for both the child and family. Lesson 4 offers “Voices from the Field”, where practitioners and family leaders share their expertise and perspectives on transition.

Learning Objectives

Completion of this module will enable you to:

Explain what are program transition practices that can support a child’s successful adjustment and positive outcomes.

Use a variety of planned and timely strategies to support children’s successful adjustment and positive outcomes for both the child and family.

In this module you will learn the components of a child’s natural and inclusive environment and why attending to the environment is crucial for children with disabilities. Dr. Lori Meyer and Tricia Catalino define environment and summarize the research on environmental practices in lesson 1. Lesson 2 uses many examples to provide information on the components of the environment. In lesson 3, you will learn how to observe the child’s level of participation in an activity and identify how it could be increased. You will also learn how to modify or adapt the environment, and how to use assistive technology to support child learning. Lesson 4 offers “Voices from the Field”, where practitioners and family leaders share their expertise and perspectives on learning environments.

Learning Objectives

Completion of this module will enable you to:

Recognize the physical, temporal, and social environment

Identify when modifications should be made to make the environment more inclusive

Make modifications to environments based on what is presented in this module

In this module you will learn the components of teaming and collaboration and why teaming and collaboration amongst practitioners and families is crucial for children with disabilities. Dr. Chelsea Guillen summarizes the research on teaming and collaboration practices in lesson 1. Lesson 2 uses many examples and activities to present strategies on how to best to support families as full team members and work effectively as a team. Building the capacity of all team members is the focus of lesson 3. Finally, lesson 4 offers “Voices from the Field”, where practitioners and family leaders share their expertise and perspectives on teaming and collaboration.

Learning Objectives

Completion of this module will enable you to:

Explain what are practices that can support teaming and collaboration

Collaborate with other practitioners and support families as full team members.

This module will help you learn to support children’s learning and development through quality adult-child and child-child interactions. Completion of this module will enable you to explain what family-centered practices are, describe how to build the capacity of families, and strategies for building trusting partnerships with families. Dr. Carol Trivette summarizes the research on family practices in lesson 1. Lessons 2 and 3 share strategies on how to treat families with respect, involve them in decision-making, help them to increase their confidence and competence, and encourage effective collaboration with other professionals. Much of this work is accomplished with examples and activities. Lesson 4 offers “Voices from the Field”, where practitioners and family leaders share their expertise and perspectives on engaging and supporting families.

Learning Objectives

Completion of this module will enable you to:

Explain what are family-centered practices, describe how to build the capacity of families, and build trusting partnerships with families.

Use strategies that build relationships with families and include opportunities to build the capacity of families.

This module will help you understand practices that support instruction. In lesson 1, Dr. Ilene Schwartz shares information about what the research says about instructional practices and why the practices are important for children with and without disabilities. Lesson 2 uses many video examples to help define instructional practices, including the 5 common characteristics across all types of instructional practices. The four phases of learning are also covered. The four phases of learning will be visited again in lesson 3 with a scenario with a dual language family. Lesson 4 includes “Voices from the Field”, where practitioners and family leaders share their expertise and perspectives on using instructional practices.

Learning Objectives

Completion of this module will enable you to:

Explain what are instructional practices, describe how they support children’s learning outcomes.

Use strategies that are intentional, systematic that can support the four phases of learning

This module will help you understand practices that support assessment. In lesson 1, Dr. Jane Squires shares information about what the research says about assessment practices and why the practices are important. Lesson 2 defines assessment, describes the purposes of assessment, and explains the legal requirements of assessment as it pertains to the Individuals with Disabilities Education Act (IDEA). The primary focus of lesson 3 is learning how to use assessment to monitor child progress and evaluate child outcomes. Finally, lesson 4 brings you “Voices from the Field”, where practitioners and family leaders share their expertise and perspectives on using assessment practices.

Learning Objectives

Completion of this module will enable you to:

Explain what assessment practices are, and describe how they support children’s short-term and long-term goals.

These modules and resources are based on the work by the Division for Early Childhood (DEC)​. The contents of the site were developed under a grant​ from the US Department of Education, H326P120002. However, those content do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government.